Reading

How do we teach Reading?

Reading Intent:

At Bromham Primary School  our aim is for every child to become a fluent reader. We want children to become fluent readers in order for them to reach age related expectations or make accelerated progress from their starting point. As well as this we want children to develop a love for reading and read for pleasure on a regular basis.

Our curriculum is designed around the needs of the pupils in our school and there are a variety of approaches to enable the pupils to make good progress.

The aims of teaching reading in our school are to develop pupils who:

• show high levels of achievement and exhibit very positive attitudes towards reading;
• rapidly acquire a secure knowledge of letters and sounds and make sustained progress in learning to read fluently;
• read easily and fluently with good understanding across both fiction and non-fiction;
• acquire a wider vocabulary;
• participate in the teaching of phonics knowledge, skills and understanding in a systematic and enjoyable way;
• develop their reading in all subjects to support their acquisition of knowledge;
• develop a love of reading;
• read for pleasure both at home and school on a regular basis;
• through their reading develop culturally, emotionally, intellectually, socially and spiritually;
• develop good comprehension drawing from their linguistic knowledge.

 

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

Implementation:

Children at Bromham Primary are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.   Our core texts for reading fuel pupils’ imagination and open up a treasury of wonder and joy for curious young minds.  They showcase the best of great authors through time as well as representing our diverse, multinational community.  The CLUSP curriculum we use aligns our learning in Science, Art, History and Geography with our reading, which encourages connections between subjects and provides meaningful context.  This knowledge-rich curriculum works in tandem with our phonics programme in Key Stage 1, and children move from individual to small group to whole class reading as they progress through the school.  We are ambitious for all children without exception to be readers! 

Our school follows the Sounds Write phonics programme from reception right through to KS2. When the children have completed the phonics programme at the end of KS1 they will then continue to look at spelling through the same programme – this involves looking at spellings polysyllabically.

All children have a baseline assessment in phonics and are then streamed across each year group as needed. Phonics is timetabled from Monday to Friday and lasts for 20 minutes each day. Within each phonics session children are encouraged to learn the sounds, build the words and build sentences encompassing the learnt sounds/words.  All teachers and TA’s are responsible for a group during phonics, this ensures all of the children’s needs can be catered for.

As part of their PPA teachers are required to plan a teaching cycle for phonics including the review, teach, practise and apply model. There are handbooks in school to support teachers with this planning. Where a TA leads a group, a designated teacher will be responsible for the planning, preparation and assessment of that group.

Regular assessments are carried out by the phonics lead alongside the teachers, children will move around groups as needed.

When children first become readers, they have access to sounds write books, when the children have completed the phonics programme they move onto our Accelerated Reader programme.  

A Star test is completed as a baseline and then repeated every 6 weeks which will give teachers the child’s Zone of Proximal Development (ZPD). Children read books from our library within their ZPD and then quiz after each book. The children are able to quiz both at home and school.

Reading in our school is progressive and planned to meet the needs of all children. Assessments are carried out regularly to ensure children are accessing books of the right level and are being challenged in their reading. At the same time, we provide books to ensure that children read for pleasure and learn to love reading.

If children are keeping up with the curriculum, they are deemed to be making expected or more than expected progress. In addition, we measure the impact of our curriculum through the following methods:

• Phonics assessment;
• Phonics screening results;
• Book band colour – assessed using Benchmarking;
• ZPD scores;
• Reading ages given through the AR program
• Summative assessments each term;
• End of Key stage SATs results.

The implementation of the Sounds Write phonics will ensure all children are able to succeed and achieve.  The teaching of phonics in our school is systematic and all staff are regularly updated with any changes.

More recently the implementation of Accelerated Reader has raised the profile of reading in our school. Children are reading more for pleasure and on a more regular basis. The quizzes that the children take are improving their comprehension skills.

 

Core Reading Texts 

literature spine overview .pdf

bromham strcutured storytime ltp eyfs 2023 24.pdf

 

 Thematic Mapping of Texts

clusp literature spine thematic mapping v2 3.pdf